Analysis of Online Turkish Language Instructor Competencies by Fuzzy Delphi and Analytical Hierarchy Process

Autor/in	Inan, Kayhan
Titel	Analysis of Online Turkish Language Instructor Competencies by Fuzzy Delphi and Analytical Hierarchy Process
Quelle	In: International Education Studies, 16 (2023) 2, S.46-60 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Online Courses; Distance Education; Language Teachers; Teacher Competencies; Communication Skills; Teaching Skills; Technological Literacy; Professional Autonomy; Teacher Attitudes; Foreign Countries; Planning; Instructional Materials; Privacy; College Faculty; Turkey + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Language teacher; Sprachunterricht; Lehrkunst; Kommunikationsstil; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Technisches Wissen; Berufsfreiheit; Lehrerverhalten; Ausland; Ablaufplanung; Planungsprozess; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Privatsphäre; Fakultät; Türkei
Abstract	Distance and online education have required instructors to acquire new skills and competencies for language teaching. This research aimed to determine online Turkish language instructor competencies. It comprised two stages in which Fuzzy Delphi and Analytical Hierarchy Process (AHP) methods were used. In the first stage, 52 competencies under seven categories were compiled from the literature by applying the Fuzzy Delphi technique. In the second stage, the AHP method was used to determine the significance and weight of the competencies. There were five competencies in the "technical" category, three in the "individual" category, six in the "management and planning" category, three in the "material" category, nine in the "communication" category, eight in the "learner autonomy" category, and four in the "privacy and security" category. The findings suggested that "communication" was essential competence, and that "pedagogical" competence was more critical than "technical" competence. Furthermore, it was revealed that the instructors did not regard "autonomy" as competence. It also can be inferred that the instructors' "individual" competencies were not considered very important. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01